Specification

AS/A Level GCE
GCE Computing
OCR Advanced Subsidiary GCE in Computing H047
OCR 2013 v3
specification
version 3 September 2013
OCR Advanced GCE in Computing H447
QAN 500/2279/9
QAN 500/2191/6
Contents
1
About these Qualifications
1.1
The Two-Unit AS
1.2
The Four-Unit Advanced GCE
1.3
Qualification Titles and Levels
1.4
Aims
1.5
Prior Learning/Attainment
Summary of Content
2.1
AS Units
2.2
A2 Units
Unit Content
3.1
AS Unit F451: Computer Fundamentals
3.2
AS Unit F452: Programming Techniques and Logical Methods
13
3.3
A2 Unit F453: Advanced Computing Theory
19
3.4
A2 Unit F454: Computing Project
24
Schemes of Assessment
27
4.1
AS GCE Scheme of Assessment
27
4.2
Advanced GCE Scheme of Assessment
27
4.3
Unit Order
28
4.4
Unit Options (at AS/A2)
28
4.5
Synoptic Assessment (A Level GCE)
28
4.6
Assessment Availability
29
4.7
Assessment Objectives
29
4.8
Quality of Written Communication
30
Technical Information
31
5.1
Making Unit Entries
31
5.2
Making Qualification Entries
31
5.3
Grading
32
5.4
Result Enquiries and Appeals
33
5.5
Shelf-life of Units
33
5.6
Unit and Qualification Resits
33
5.7
Guided Learning Hours
33
5.8
Code of Practice/Subject Criteria/Common Criteria Requirements
33
5.9
Arrangements for Candidates with Particular Requirements
34
5.10 Prohibited Qualifications and Classification Code
34
5.11 Coursework Administration/Regulations
35
OCR 2013
GCE Computing v3
Contents
6
Other Specification Issues
36
6.1
Overlap with other Qualifications
36
6.2
Progression from these Qualifications
36
6.3
Key Skills Mapping
37
6.4
Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues
37
6.5
Sustainable Development, Health and Safety Considerations and European Developments
37
6.6
Avoidance of Bias
38
6.7
Language
38
6.8
Disability Discrimination Act Information Relating to these Specifications
38
Appendix A: Performance Descriptions
39
Appendix B: Guidance on Setting and Marking A2 Unit F454: Computing Project 44

Vertical black lines indicate a significant change to the previous printed version.
OCR 2013
GCE Computing v3
About these Qualifications
This booklet contains OCRs Advanced Subsidiary GCE and Advanced GCE specifications in
Computing for teaching from September 2013.
These specifications encourage candidates to develop their knowledge and understanding of
hardware and communications, software, applications and effects, and information; as well as skills
in analysis, design, implementation and evaluation.
1.1
The Two-Unit AS
The Advanced Subsidiary (AS) GCE is both a stand-alone qualification and also the first half of
the corresponding Advanced GCE. The AS GCE is assessed at a standard appropriate for
candidates who have completed the first year of study (both in terms of teaching time and content)
of the corresponding two-year Advanced GCE course, ie between GCSE and Advanced GCE.
The AS GCE (from September 2013) is made up of two mandatory units, which are externally
assessed and form 50% of the corresponding four-unit Advanced GCE.
This AS specification encourages candidates to develop their knowledge and understanding of
computer systems, the principles of computing (including programming) and how these are applied
to the solution of problems.
1.2
The Four-Unit Advanced GCE
The Advanced GCE (from September 2013) is made up of two mandatory units at AS and two
further units at A2. Of the A2 units, F453 is externally assessed and F454 is internally assessed
through coursework.
Additionally to the AS, this GCE specification encourages candidates to gain an understanding of
systematic methods such as the use of algorithms and test strategies, the maintenance of
computer systems, and the skills associated with documenting solutions and encourages
candidates to further develop skills associated with applying this knowledge and understanding to
producing computer-based solutions to real problems.
OCR 2013
GCE Computing v3
1.3
Qualification Titles and Levels
These qualifications are shown on a certificate as:
OCR Advanced Subsidiary GCE in Computing.
OCR Advanced GCE in Computing.
Both qualifications are Level 3 in the National Qualification Framework (NQF).
1.4
Aims
The aims of these specifications are to encourage candidates to develop:
the capacity to think creatively, innovatively, analytically, logically and critically;
an understanding of the organisation of computer systems, including software, hardware, data,

communications and people;
the ability to apply skills, knowledge and understanding of computing, including programming,
in a range of contexts to solve problems;
skills in project and time management;
the capacity to see relationships between different aspects of the subject, and perceive their
field of study in a broader perspective;
an understanding of the consequences of using computers, including social, legal, ethical and
other issues;
an awareness of emerging technologies and an appreciation of their potential impact on

society.
1.5
Prior Learning/Attainment
Candidates will have been assessed in IT skills at Key Stage 3 and many will have followed a
course in IT at Key Stage 4. Whilst not assuming the full knowledge and understanding of the
subject at Key Stage 4, these specifications assume that all candidates will have a basic
understanding and knowledge of both the hardware and software of a standard, stand-alone
computer system.
OCR 2013
GCE Computing v3
Summary of Content
2.1
AS Units
Unit F451: Computer Fundamentals
Hardware
Software
Data: its presentation, structure and management
Data transmission and networking
Systems development life cycle
Characteristics of information systems
Implications of computer use
Unit F452: Programming Techniques and Logical Methods
Designing solutions to problems
The structure of procedural programs
Data types and data structures
Common facilities of procedural languages
Writing maintainable programs
Testing and running a solution
OCR 2013
GCE Computing v3
2.2
A2 Units
Unit F453: Advanced Computing Theory
The function of operating systems
The function and purpose of translators
Computer architectures
Data representation
Data structures and data manipulation
High-level language programming paradigms
Programming techniques
Low-level languages
Databases
Unit F454: Computing Project
Definition, investigation and analysis
Design
Software development and testing
Documentation
Evaluation
The written report
OCR 2013
GCE Computing v3
Unit Content
3.1
AS Unit F451: Computer Fundamentals
3.1.1 Components of a Computer System
Types of hardware
Candidates should be able to:
Types of software
a. define the terms hardware, software, input

device, storage device and output device;
b. describe the purpose of input devices,
storage devices and output devices;
c. describe the different roles and functions of
systems software and applications
packages.
3.1.2 Software
The systems development life cycle
Generic applications software
Operating systems
a. describe the stages of the systems life

cycle;
User interfaces
Utilities
b. explain the importance of defining a

problem accurately;
c. describe the function and purpose of a
feasibility study;
d. explain the importance of determining the
information requirements of a system and
describe different methods of fact finding,
including questionnaires, observation, and
structured interviews, highlighting the
advantages and disadvantages of each
method;
e. describe what is involved when analysing
the requirements of a system, explaining
the nature of the requirements specification
and its content, including current data
structures, inputs, outputs and processing
represented in diagrammatic form (data
flow diagrams, system flowcharts), identify
inefficiencies/problems in the current
system;
f.
describe a design specification including

input design, diagrammatic depiction of the
overall system, processing, data structure
design and output design;
g. explain the importance of evaluating the

system, and how to identify the criteria
used for evaluation;
h. explain the content and importance of
different types of documentation at different
stages in the system life cycle, including
the technical and user manuals;
i.
explain the importance of system testing

and installation planning;
OCR 2013
GCE Computing v3
3.1.2 Software (continued)

j.
explain the purpose of maintaining the

system, and explain the need for system
review and reassessment, understanding
that software has a limited life span;
k. describe prototyping to demonstrate how a

solution will appear;
l.
describe the spiral and waterfall models of

the systems life cycle;
m. identify the features of common

applications found in business, commercial
and industrial applications: eg stock
control, order processing, payroll, process
control, point-of-sale systems, marketing,
computer-aided design (CAD), and
computer-aided manufacture (CAM);
n. identify and justify generic applications
software for particular application areas, eg
word processing, spreadsheets, desktop
publishing (DTP), presentation software,
drawing packages;
o. identify and justify application areas for
which custom-written applications software
is appropriate;
p. describe the characteristics of knowledgebased systems;
q. describe the purpose of operating systems;
r.
describe the characteristics of different

types of operating systems and their uses:
batch, real-time, single-user, multi-user,
multi-tasking and distributed systems;
s. describe a range of applications requiring

batch processing, and applications in which
a rapid response is required;
t.
identify and describe the purpose of

different types of user interface: forms,
menus, GUI, natural language and
command line, suggesting the
characteristics of user interfaces that make
them appropriate for different types of user;
u. discuss the importance of good interface

design;
v. identify and describe the purpose of a
range of utilities, eg compression software,
hardware drivers, anti-virus software, file
handlers.
OCR 2013
GCE Computing v3
3.1.3 Data: Its representation, structure and management in information systems
Number systems
Data capture, preparation and entry
Validation and verification of data
a. express numbers in binary, binary-coded

decimal (BCD), octal and hexadecimal;
Outputs from a system
b. describe and use twos complement and

sign and magnitude to represent negative
integers;
c. perform integer binary arithmetic, that is
addition and subtraction;
d. explain the use of code to represent a
character set (ASCII, EBCDIC and
UNICODE);
e. describe manual and automatic methods of
gathering and inputting data into a system,
including form design, keyboard entry,
voice recognition, barcodes, optical mark
recognition (OMR), optical character
recognition (OCR), magnetic ink character
recognition (MICR), touch screens; image
capture, chip and pin, sensors and remote
data logging;
f.
explain the techniques of validation and

verification, and describe validation tests
which can be carried out on data;
g. describe possible forms of output such as

graphs, reports, interactive presentations,
sound, video, images, animations, stating
the advantages and disadvantages of each
with reference to the target audience;
h. explain the procedures involved in backing
up data and archiving, including the
difference between data that is backed up
and data that is archived.
10
OCR 2013
GCE Computing v3
3.1.4 Hardware
Processor components
Peripheral devices
a. describe the function and purpose of the

control unit, memory unit and ALU
(arithmetic logic unit) as individual parts of
a computer;
b. explain the need for, and use of, registers
in the functioning of the processor
(Program Counter, Memory Address
Register, Memory Data Register, Current
Instruction Register and Accumulator);
c. explain the need for, and describe the use
of, buses to convey information (Data,
Address and Control buses);
d. describe the connectivity of devices
(methods of hard wiring, and wireless
connections);
e. describe the differences between types of
primary memory and explain their uses;
f.
describe the basic features, advantages,

disadvantages and uses of secondary
storage media;
g. describe the transfer of data between

different devices and primary memory,
including the uses of buffers and interrupts;
h. describe a range of common peripheral
devices in terms of their features,
advantages, disadvantages and uses: barcode readers, MICR, OCR, OMR,
scanners, printers, plotters, speakers,
microphones, sensors, actuators (this list is
indicative and any device which could be
connected to the computer for input, output
and storage should be considered as
included);
i.
OCR 2013
GCE Computing v3
describe and justify the appropriate

peripheral hardware for a given application.
11
3.1.5 Data transmission
Data transmission
Circuit switching and packet switching
Protocols
Networking
a. describe the characteristics of a LAN (local

area network) and a WAN (wide area
network);
b. show an understanding of the hardware
and software needed for a LAN and for
accessing a WAN, eg the internet;
c. describe the different types of data
transmission: serial and parallel; and
simplex, half-duplex and duplex modes;
d. explain the relationship between bit rates
and the time sensitivity of the information;
e. recognise that errors can occur in data
transmission, and explain methods of
detecting and correcting these errors
(parity checks, the use of parity in data
blocks to become self-correcting, check
sums and echoes);
f.
describe packet switching and circuit

switching;
g. explain the difference in use of packet

switching and circuit switching;
h. define the term protocol and explain the
importance of a protocol to the
transmission of data;
i.
describe the need for communication

between devices and between computers,
and explain the need for protocols to
establish communication links;
j.
explain the need for both physical and

logical protocols and the need for layering
in an interface.
3.1.6 Implications of computer use
Economic implications
Social implications
Legal implications
Ethical implications
a. discuss changing trends in computer use

and their economic, social, legal and
ethical effects on society;
Environmental implications
b. explain changes to society brought about

by the use of computer systems, eg in
changing leisure patterns and work
expectations;
c. discuss the effects on privacy and
confidentiality of data held in computer
systems, and steps that can be taken to
protect confidentiality;
d. understand the need for legislation
governing computer use.
12
OCR 2013
GCE Computing v3
3.2
AS Unit F452: Programming Techniques and Logical Methods
In this unit candidates develop their knowledge, understanding and skills in creating computer
programs to solve problems. This includes:
creation of software designs;
creation of actual software components using an appropriate programming language;
methods of installing and testing software.
Candidates develop their ability to use logic to create and describe algorithms for solving a given
problem, as well as interpreting and implementing designs for such algorithms.
3.2.1 Designing solutions to problems
This topic includes the specification and documentation of designs that solve a given problem.
This includes the design of the input, output and user interfaces, but principally the design of the
algorithms that convert the input into the output. (An awareness of the design of the data
structures is also required, but is dealt with in detail in 3.2.3: Data types and data structures.)
Design of the input, output and interface
Use of structure diagrams to describe the

modular nature of a solution
a. discuss the importance of good interface

design;
Use of program flowcharts and pseudocode to describe the steps of an algorithm
Prototyping and Rapid Application

Development (RAD)
b. design and document data capture forms,

screen layouts, report layouts or other
forms of input and output (eg sound) for a
given problem;
c. determine the data requirements of a
program (relating to 3.2.3: Data types and
data structures);
d. explain the advantages of designing a
solution to a problem by splitting it up into
smaller problems (top-down/modular
design);
e. produce and describe top-down/modular
designs using appropriate techniques
including structure diagrams, showing
stepwise refinement;
f.
produce algorithms to solve problems;
g. describe the steps of an algorithm using a

program flowchart;
h. describe the steps of an algorithm using
pseudo-code;
OCR 2013
GCE Computing v3
i.
understand, and implement algorithms and

evaluate them by commenting on their
efficiency, correctness and
appropriateness for the problem to be
solved;
j.
describe the use of Rapid Application

Development (RAD) as a design strategy,
including prototyping and iterative
development, and state its advantages and
disadvantages.
13
3.2.2 The structure of procedural programs

This topic includes the general programming principles concerning the structure and flow of
control in a procedural program.
Basic programming constructs/control

structures
Use of subprograms/subroutines, including

procedures and functions
Recursion

a. define and correctly use the following terms
as they apply to procedural programming:
statement, subroutine, procedure, function,
parameter/argument, sequence, selection,
iteration/repetition, loop;
b. identify the three basic programming
constructs used to control the flow of
execution, ie sequence, selection and
iteration;
c. understand and use selection in pseudocode and a procedural programming
language, including the use of IF
statements and CASE/SELECT
statements;
d. understand and use iteration in pseudocode and a procedural programming
language, including the use of countcontrolled loops (FOR-NEXT loops) and
condition-controlled loops (WHILEENDWHILE and REPEAT-UNTIL loops);
e. understand and use nested selection and
iteration statements;
f.
understand, create and use subroutines

(procedures and functions), including the
passing of parameters and the appropriate
use of the return value of functions
g. identify and use recursion to solve

problems; show an understanding of the
structure of a recursive subroutine,
including the necessity of a stopping
condition;
h. trace the execution of a recursive
subroutine including calls to itself;
i.
14
discuss the relative merits of iterative and

recursive solutions to the same problem.
OCR 2013
GCE Computing v3
3.2.3 Data types and data structures

Candidates should learn to select appropriate data types and design appropriate data structures
(including files) to solve a given problem, and justify their choice. They should learn to use the
facilities of a procedural programming language to manipulate files.
Data types: integer, real, Boolean,

character, string
Candidates should, when writing a program in

a procedural language, be able to:
Data structures: array (one- and twodimensional), record
Storing, retrieving and searching for data in

files
a. define different data types, eg numeric

(integer, real), Boolean, character and
string; select and use them appropriately in
their solutions to problems;
b. define and use arrays (one- and twodimensional) for solving simple problems,
including initialising arrays, reading data
into arrays and performing a simple serial
search on a one-dimensional array;
c. explain the advantages and disadvantages
of different data types and data structures
for solving a given problem;
d. design and implement a record format;
e. define different modes of file access: serial,
sequential, indexed sequential and
random; and justify a suitable mode of file
access for a given example;
f.
store, retrieve and search for data in files;
g. estimate the size of a file from its structure

and the number of records;
h. use the facilities of a procedural language
to perform file operations (opening,
reading, writing, updating, inserting,
appending and closing) on files of different
access modes as appropriate.
OCR 2013
GCE Computing v3
15
3.2.4 Common facilities of procedural languages

This topic includes operations, built-in functions and other facilities that are common to most
procedural languages.
Assignment statements
Arithmetic, relational and Boolean

operations
String manipulation
Input and output facilities
Using an appropriate procedural programming

language, candidates should be able to:
a. understand and use assignment
statements;
b. understand arithmetic operators including
operators for integer division (+, -, *, /,
MOD and DIV) and use these to construct
expressions;
c. understand a range of relational operators,
eg =, <, <=, >, >= and <> and use these to
construct expressions;
d. understand the Boolean operators AND,
OR and NOT and use these to construct
expressions;
e. understand the effects of the precedence
of standard operators and the use of
parentheses to alter the order of
precedence;
f.
evaluate expressions containing arithmetic,

relational and Boolean operators and
parentheses;
g. understand and use a range of operators

and built-in functions for string
manipulation, including location (LOCATE),
extraction (LEFT, MID, RIGHT),
comparison, concatenation, determining
the length of a string (LENGTH) and
converting between characters and their
ASCII code (ASCII and CHAR);
h. understand that relational operations on
alphanumeric strings depend on character
codes of the characters and explain the
results of this effect (eg why XYZ < abc,
2 > 17 and 3 <> 3.0);
16
i.
input and validate data;
j.
output data onto screen/file/printer,

formatting the data for output as
necessary.
OCR 2013
GCE Computing v3
3.2.5 Writing maintainable programs

This topic includes basic techniques for writing code that will be easy to maintain.
Declaring and using variables and constants Using an appropriate procedural programming
language, candidates should be able to:
Self-documented code, including identifiers,
a. define, understand and use the following
annotation and formatting
terms correctly as they apply to
Modularised code
programming: variable, constant, identifier,
reserved word/keyword;
b. explain the need for good program-writing
techniques to facilitate the ongoing
maintenance of programs;
c. declare variables and constants,
understanding the effect of scope and
issues concerning the choice of identifier
(including the need to avoid reserved
words/keywords);
d. select and use meaningful identifier names
and use standard conventions to show the
data types and enhance readability;
e. use declared constants to improve
maintainability;
f.
initialise variables appropriately, before

using them;
g. create appropriately modularised programs

(following a top-down/modular design as
produced in 3.2.1: Designing solutions to
problems) making effective use of
subroutines to improve maintainability;
h. annotate the code with comments so that
the logic of the solution can be followed;
i.
OCR 2013
GCE Computing v3
use indentation and formatting to show

clearly the control structures within the
code.
17
3.2.6 Testing and running a solution

This topic requires candidates to understand and be able to deal with the variety of errors that
may occur during development, including testing their solution and ensuring that it is robust.
They should also have an awareness of the process of translating, installing and executing their
solution.
Types of programming errors
Testing strategies and test data
Debugging
Installation and execution
When developing software to solve a problem,

candidates should be able to:
a. describe types of errors in programs
(syntax, logic and run-time errors) and
understand how and when these may be
detected;
b. identify why/where an error may occur in
an algorithm and state how the algorithm
may be corrected;
c. describe testing strategies including white
box testing, black box testing, alpha
testing, beta testing and acceptance
testing;
d. select suitable test data for a given
problem, including normal, borderline and
invalid data;
e. perform a dry run on a given algorithm,
using a trace table;
f.
describe the use of a range of debugging

tools and facilities available in procedural
programming languages including
translator diagnostics, break points,
stepping, and variable checks;
g. describe the purpose of an installation

routine in the delivered version of the
program.
18
OCR 2013
GCE Computing v3
3.3
A2 Unit F453: Advanced Computing Theory
In this unit, candidates acquire extensive knowledge of computing theory. Traditional computing
forms a basis for knowledge which is developed further to include modern trends.
Note: Candidates are not expected to use any particular form to present algorithms, but should be
able to write procedural algorithms in some form. A detailed knowledge of the syntax of
programming languages is not required.
3.3.1 The function of operating systems
Features of operating systems
Interrupt handling
Scheduling, job queues and priorities
Memory management
a. describe the main features of operating

systems, for example memory
management, and scheduling algorithms;
Spooling
Modern personal computer operating

systems
b. explain how interrupts are used to obtain

processor time and how processing of
interrupted jobs may later be resumed,
(typical sources of interrupts should be
identified and any algorithms and data
structures should be described);
c. define and explain the purpose of
scheduling, job queues, priorities and how
they are used to manage job throughput;
d. explain how memory is managed in a
typical modern computer system (virtual
memory, paging and segmentation should
be described along with some of the
problems which could occur, such as disk
threshing);
e. describe spooling, explaining why it is
used;
f.
OCR 2013
GCE Computing v3
describe the main components of a typical

desktop PC operating system, including the
file allocation table (FAT) and how it is
used, and the purpose of the boot file.
19
3.3.2 The function and purpose of translators
Types of translators and their use
Lexical analysis
Syntax analysis
Code generation and optimisation
a. describe the need for, and use of,

translators to convert source code to object
code;
Library routines
b. understand the relationship between

assembly language and machine code;
c. describe the use of an assembler in
producing machine code;
d. describe the difference between
interpretation and compilation;
e. describe the purpose of intermediate code
in a virtual machine;
f.
describe what happens during lexical

analysis;
g. describe what happens during syntax

analysis, explaining how errors are
handled;
h. explain the code generation phase and
understand the need for optimisation;
i.
describe the use of library routines.
3.3.3 Computer architectures
Von Neumann architecture
Registers purpose and use
Fetch-execute cycle
Other machine architectures
a. describe classic Von Neumann

architecture, identifying the need for, and
the uses of, special registers in the
functioning of a processor;
b. describe, in simple terms, the
fetch/decode/execute cycle, and the effects
of the stages of the cycle on specific
registers;
c. discuss co-processor, parallel processor
and array processor systems, their uses,
advantages and disadvantages;
d. describe and distinguish between Reduced
Instruction Set Computer (RISC) and
Complex Instruction Set Computer (CISC)
architectures.
20
OCR 2013
GCE Computing v3
3.3.4 Data representation
Floating point binary
Normalisation of floating point binary

numbers
a. demonstrate an understanding of floating

point representation of a real binary
number;
b. normalise a real binary number;
c. discuss the trade-off between accuracy
and range when representing numbers.
3.3.5 Data structures and data manipulation
Implementation of data structures, including

stacks, queues and trees
Searching, merging and sorting

a. explain how static data structures may be
used to implement dynamic data
structures;
b. describe algorithms for the insertion,
retrieval and deletion of data items stored
in stack, queue and tree structures;
c. explain the difference between binary
searching and serial searching, highlighting
the advantages and disadvantages of
each;
d. explain how to merge data files;
e. explain the differences between the
insertion and quick sort methods,
highlighting the characteristics, advantages
and disadvantages of each.
OCR 2013
GCE Computing v3
21
3.3.6 High-level language programming paradigms
Types of languages and typical applications
Features of different types of language
a. identify a variety of programming

paradigms (low-level, object-oriented,
declarative and procedural);
b. explain, with examples, the terms objectoriented, declarative and procedural as
applied to high-level languages, showing
an understanding of typical uses;
c. discuss the concepts and, using examples,
show an understanding of data
encapsulation, classes and derived
classes, and inheritance when referring to
object-oriented languages;
d. understand the purpose of the Unified
Modelling Language (UML);
e. interpret class, object, use case, state,
sequence, activity and communication
diagrams;
f.
create class, object, use case and

communication diagrams;
g. discuss the concepts and, using examples,

show an understanding of backtracking,
instantiation, predicate logic and satisfying
goals when referring to declarative
languages.
3.3.7 Programming techniques
Standard programming techniques
Methods for defining syntax
a. explain how functions, procedures and

their related variables may be used to
develop a program in a structured way,
using stepwise refinement;
b. describe the use of parameters, local and
global variables as standard programming
techniques;
c. explain how a stack is used to handle
procedure calling and parameter passing;
d. explain the need for, and be able to create
and apply, BNF (Backus-Naur form) and
syntax diagrams;
e. explain the need for reverse Polish
notation;
f.
22
convert between reverse Polish notation

and infix form of algebraic expressions
using trees and stacks.
OCR 2013
GCE Computing v3
3.3.8 Low-level languages
Use of computer architecture
Features of low-level languages
a. explain the concepts and, using examples,

demonstrate an understanding of the use
of the accumulator, registers, and program
counter;
b. describe immediate, direct, indirect, relative
and indexed addressing of memory when
referring to low-level languages;
c. discuss the concepts and, using examples,
show an understanding of mnemonics,
opcode, operand and symbolic addressing
in assembly language to include simple
arithmetic operations, data transfer and
flow-control.
3.3.9 Databases
Database design
Normalisation and data modelling
Candidates should be able to (in general and

within a context of a scenario):
Methods and tools for analysing and

implementing database design
a. describe flat files and relational databases,

explaining the differences between them;
Database management system (DBMS)
Use of Structured Query Language (SQL)
b. design a simple relational database to the

third normal form (3NF), using entityrelationship (E-R) diagrams and
decomposition;
c. define and explain the purpose of primary,
secondary and foreign keys;
d. describe the structure of a DBMS including
the function and purpose of the data
dictionary, data description language (DDL)
and data manipulation language (DML);
use SQL to define tables and views, insert,
select and delete data and to produce reports.
OCR 2013
GCE Computing v3
23
3.4
In this unit, candidates develop their knowledge and understanding of computer systems and the
skills studied in AS F451: Computer fundamentals and AS F452: Programming techniques and
logical methods and use the high-level programming techniques studied in AS F452. This project is
a substantial piece of work, requiring analysis and design over an extended period of time, which is
organised, evaluated and presented in a report.
Candidates choose, in conjunction with their teacher, a well-defined user-driven problem of an
appropriate size which enables them to demonstrate their skills in Analysis, Design, Software
Development, Testing, Implementation, Documentation and Evaluation, and their interrelation; and
to give a completed overall system that solves the problem.
3.4.1 Definition, investigation and analysis

Explanation of the problem to be solved, the

users requirements and how they were
obtained.
a. define the nature of the task to be carried

out;
Evidence of the development of a

requirement specification and a clear
statement of requirements.
b. identify methods by which to investigate

the problem, including questionnaires,
observation and structured interviews;
Define a task
Research the task and needs of the enduser(s)
Record findings
Analyse findings
Project plan, including specification of the

requirements:
user
hardware
software
c. record information/data and gather sample

documents currently used;
d. identify the current processes and current
data;
e. analyse the data and processes:
candidates will be expected to use
appropriate techniques such as structure
diagrams/data flow diagrams/system
flowcharts to illustrate their analysis;
f.
specify any perceived problems and

inefficiencies apparent from discussions
with the user and the analysis work carried
out;
g. derive the user and information

requirements of a system;
h. specify and justify the required hardware;
i.
24
specify and justify the required software.
OCR 2013
GCE Computing v3
3.4.2 Design
Detailed system design including:
data structures
input-output format
processes involved.
a. specify the objectives of the proposed

system and relate them to the
requirements specification;
A clear test strategy including test data needs

to be developed to ensure the system meets
the design objectives.
A clear design specification:
Specify the objectives relating them to the

requirements specification
Input design
Output design
Design and test plan, and test data
Data structures/variables
Algorithms
Test algorithms
b. design and document data capture forms

and/or screen layouts, drawing up detailed
mock-ups of the proposed interface;
c. design and document report layouts,
screen displays and/or other forms of
output (for example, audio output), drawing
up detailed mock-ups of the proposed
interface;
d. identify, develop and document a test
strategy for the design;
e. select suitable test data for the design;
f.
design and document, using appropriate

techniques (for example, data flow
diagrams), the data structures necessary to
solve the inefficiencies/problems indicated
in the requirements specification;
g. design and document an algorithm/pseudocode/top-down diagram or other form of

process model;
h. using appropriate techniques, test that the
algorithms meet the design objectives.
3.4.3 Software development and testing
Develop a software solution and, using the
test plan developed in 3.4.2: Design, show
that the system works with valid, invalid and
borderline data (or, if it does not, under which
circumstances it fails).
Test plan clearly cross-referenced to
evidence that the system has been tested
during development and implementation.
Evidence of user testing.
Software development
Alpha testing
Response to the results of testing
Beta testing
Response to the results of beta testing
Modularisation of code
Code documentation
Use of modules, data structures and

objects
In-code documentation
Code structure
Applying the test plan and data
OCR 2013
GCE Computing v3

a. develop the rules/methods/algorithms of a
design using a programming language;
b. develop the data structures of the design
using the appropriate features of a
programming language;
c. develop inputs/outputs using the features
of a programming language;
d. test and refine the software solution during
development, illustrating how the software
solution evolves;
e. test the software solution with the user,
providing documented evidence that the
solution works;
f.
produce suitable modular code with full

annotation and a description of how the
modules combine to create the solution;
g. produce detailed output from the testing,

cross-referencing as appropriate with the
test plan.
25
3.4.4 Documentation
The software solution should be selfdocumenting, with suitable on-screen help
and support for the end user(s).

a. develop detailed and appropriate user
documentation.
All necessary supporting documentation

required to enable the end user to make
effective use of the solution.
User documentation
3.4.5 Evaluation
Discussion of the degree of success in
meeting the original objectives as specified in
the requirements specification, including an
evaluation of the project management to
include an evaluation of the ease of the use of
the package, acceptability to the users, the
choice of task, the project plan and desirable
extensions/modifications.
Evaluate results against the requirement

specification showing that the objectives in
3.4.2: Design have been satisfied
Evaluate the project management
Evaluate user responses
d. identify the good and bad points of the final

system highlighting any limitations and
necessary extensions or modifications to
the system, indicating how these could be
carried out.
Identify the good and bad points of the

final system, including any limitations and
necessary extensions or modifications to
the system
a. evaluate the final system against the

criteria described in the requirements
specification;
b. evaluate the users responses to testing
the system;
c. critically evaluate the project management;
The written report

See Appendix B for the assessment criteria for this report.
26
OCR 2013
GCE Computing v3
Schemes of Assessment
4.1
AS GCE Scheme of Assessment

AS GCE Computing (H047)
AS F451: Computer Fundamentals

50% of the total AS GCE marks
1.5 h written paper
100 marks
Candidates are required to answer all questions.
AS F452: Programming Techniques and Logical Methods

50% of the total AS GCE marks
1.5 h written paper
100 marks
4.2
Advanced GCE Scheme of Assessment

Advanced GCE Computing (H447)
AS units as above, being 25% of the total Advanced GCE marks.

A2 F453: Advanced Computing Theory
30% of the total Advanced
GCE marks
2 h written paper
120 marks
A2 F454: Computing Project

20% of the total Advanced
GCE marks
Coursework
80 marks
The project is a substantial piece of work, requiring analysis

and design over an extended period of time, which is
organised, evaluated and presented in a report.
Candidates choose, in conjunction with their teacher, a welldefined user-driven problem of an appropriate size which
enables them to demonstrate their skills in Analysis, Design,
Software Development, Testing, Implementation,
Documentation and Evaluation, and their interrelation, and to
give a completed overall system that solves the problem.
Assessment Criteria: Please refer to Appendix B.
OCR 2013
GCE Computing v3
27
4.3
Unit Order
The normal order in which the unit assessments could be taken is AS Units F451 and F452 in the
first year of study, leading to an AS GCE award; then A2 Units F453 and F454, leading to the
Advanced GCE award.
It should be noted that AS Units F451 and F452 must be delivered before A2 Units F453 and
F454.
Also, AS F451: Computer fundamentals includes some of the theory which underpins
AS F452: Programming techniques and logical methods, including the software life cycle and data
representation, an awareness of this theory is assumed in F452. Thus F452 must be delivered
after, or in parallel with, the relevant sections of F451 so that candidates can use their practical
experience of programming to reinforce the material studied.
Similarly, some sections of A2 F453: Advanced computing theory need to be studied before
undertaking A2 F454: Computing project, although it is envisaged that A2 F454 is conducted in
parallel with the study of A2 F453.
4.4
Unit Options (at AS/A2)
There are no optional units in the AS GCE specification; for AS GCE Computing candidates must
take AS Units F451 and F452.
There are no optional units in the Advanced GCE specification; for Advanced GCE Computing
candidates take AS Units F451 and F452, and A2 Units F453 and F454.
4.5
Synoptic Assessment (A Level GCE)
Synoptic assessment is included in both A2 units. It draws on both assessment objectives and is
designed to test candidates' understanding of the connections between different elements of the
subject.
Synoptic assessment in computing requires candidates to make connections between different
areas of computing represented in the Advanced GCE specification.
In particular, candidates are required to draw on their knowledge and understanding of information,
software, hardware, and communications, when demonstrating the skills associated with analysis,
design, implementation and evaluation of computer-based systems. For example, this could be
applying knowledge and understanding of the methods of organising and structuring information
when designing a system.
28
OCR 2013
GCE Computing v3
4.6
Assessment Availability
There is one examination series each year in June.

From 2014, both AS units and A2 units will be assessed in June only.
4.7
Assessment Objectives
There are two assessment objectives, AO1 and AO2.

Candidates are expected to demonstrate the following in the context of the content described.
AO1 Demonstrate knowledge and understanding
describe and explain the purpose and characteristics of a range of computing applications and
show an understanding of the characteristics of computer systems (hardware, software and
communication) which allow effective solutions to be achieved;
describe and explain the need for, and the use of, various forms of data organisation and
processing to support the requirements of a computer-based solution;
describe and explain the systematic development of high quality solutions to problems and the
techniques for implementing such solutions, including the use of a programming language
where appropriate;
comment critically on the consequences of current uses of computing, including economic,

social, legal and ethical issues.
AO2 Demonstrate skills
analyse a problem and identify the parts that are appropriate for a computer-based solution;
select, justify and apply appropriate techniques and principles to develop data structures and
algorithms for the solution of problems;
design, implement and document an effective solution using appropriate hardware and
software, including the use of a programming language.
OCR 2013
GCE Computing v3
29
AO weightings in AS GCE
Unit
% of AS GCE
AO1(%)
AO2(%)
Total(%)
3545
1015
50
AS F452: Programming Techniques and Logical

Methods
2025
2030
50
5570
3045
100
AO weightings in Advanced GCE

Unit
% of Advanced GCE
AO1(%)
AO2(%)
Total(%)
1518
7.510
25
AS F452: Programming Techniques and Logical

Methods
1015
915
25
17.520
1012.5
30
04.5
1620
20
42.557.5
42.557.5
100
A2 F453: Advanced Computing Theory

A2 F454: Computing Project
4.8
Quality of Written Communication
Quality of Written Communication is assessed in all units and credit may be restricted if
communication is unclear.
Candidates need to:
ensure that text is legible and that spelling, punctuation and grammar are accurate so that the
meaning is clear;
select and use a form and style of writing appropriate to the purpose and complex subject
matter;
organise information clearly and coherently, using specialist vocabulary when appropriate.
30
OCR 2013
GCE Computing v3
Technical Information
5.1
Making Unit Entries
Please note that centres must be registered with OCR in order to make any entries, including
estimated entries. It is recommended that centres apply to OCR to become a registered centre well
in advance of making their first entries. Centres must have made an entry for a unit in order for
OCR to supply the appropriate forms or moderator details for coursework.
It is essential that unit entry codes (the four-figure alpha-numeric codes given in brackets at the
end of the unit title) are quoted in all correspondence with OCR. See Sections 4.1 and 4.2 for these
unit entry codes.
5.2
Making Qualification Entries
Candidates must enter for qualification certification separately from unit assessment(s). If a
certification entry is not made, no overall grade can be awarded.
Candidates may enter for:
AS GCE certification (entry code H047).
Advanced GCE certification (entry code H447).
A candidate who has completed all the units required for the qualification, and who did not request
certification at the time of entry, may enter for certification either in the same examination series
(within a specified period after publication of results) or in a later series.
AS GCE certification is available from June 2014.
Advanced GCE certification is available from June 2014.
OCR 2013
GCE Computing v3
31
5.3
Grading
All GCE units are awarded ae. The Advanced Subsidiary GCE is also awarded on the scale AE.
The Advanced GCE is awarded on the scale A-E with access to A*. To be awarded an A*,
candidates will need to achieve a grade A on their full A level qualification and an A* on the
aggregate of their A2 units.. Grades are reported on certificates. Results for candidates who fail to
achieve the minimum grade (E or e) will be recorded as unclassified (U or u) and this is not
certificated.
A Uniform Mark Scale (UMS) enables comparison of candidates performance across units and
across series and enables candidates scores to be put on a common scale for aggregation
purposes. The two-unit AS GCE has a total of 200 uniform marks and the four-unit Advanced GCE
has a total of 400 uniform marks.
OCR converts the candidates raw mark for each unit to a uniform mark. The maximum uniform
mark for any unit depends on that units weighting in the specification. In these Computing
specifications, the four units of the Advanced GCE specification have UMS weightings of 25%,
25%, 30% and 20% (and the two units of the AS GCE specification have UMS weightings of 50%
and 50%). The UMS totals are 100, 100, 120 and 80 respectively. Each units raw mark grade
boundary equates to the uniform mark boundary at the same grade. Intermediate marks are
converted on a pro-rata basis.
Uniform marks correspond to unit grades as follows.
(Advanced GCE)
Unit Weighting
Maximum Unit
Uniform Mark
30%
Unit Grade
a
120
12096
9584
8372
7160
5948
470
25%
100
10080
7970
6960
5950
4940
390
20%
80
8064
6356
5548
4740
3932
310
OCR adds together the unit uniform marks and compares these to pre-set boundaries (see the
table below) to arrive at qualification grades.
Qualification Grade
Qualification
A
AS GCE
200160
159140
139120
119100
9980
790
Advanced GCE
400320
319280
279240
239200
199160
1590
32
OCR 2013
GCE Computing v3
5.4
Result Enquiries and Appeals
Under certain circumstances, a centre may wish to query the grade available to one or more
candidates or to submit an appeal against an outcome of such an enquiry. Enquiries about unit
results must be made immediately following the series in which the relevant unit was taken.
For procedures relating to enquires on results and appeals, centres should consult the
Administration Guide for General Qualifications and the document Enquiries about Results and
Appeals: Information and Guidance for Centres produced by the Joint Council. Copies of the most
recent editions of these papers can be obtained from OCR.
5.5
Shelf-life of Units
Individual unit results, prior to certification of the qualification, have a shelf-life limited only by that
of the qualification.
5.6
Unit and Qualification Resits
There is no restriction on the number of times a candidate may resit each unit before entering for
certification for an AS GCE or Advanced GCE.
Candidates may enter for the full qualifications an unlimited number of times.
5.7
Guided Learning Hours
AS GCE Computing requires 180 guided learning hours in total.

Advanced GCE Computing requires 360 guided learning hours in total.
5.8
Code of Practice/Subject Criteria/Common Criteria

Requirements
These specifications comply in all respects with the current GCSE, GCE, GNVQ and AEA Code of
Practice, as available on the QCA website; the subject criteria for GCE Computing; and The
Statutory Regulation of External Qualifications 2004.
OCR 2013
GCE Computing v3
33
5.9
Arrangements for Candidates with Particular Requirements
For candidates who are unable to complete the full assessment or whose performance may be
adversely affected through no fault of their own, teachers should consult the Access Arrangements
and Special Consideration: Regulations and Guidance Relating to Candidates who are Eligible for
Adjustments in Examinations produced by the Joint Council. In such cases advice should be
sought from OCR as early as possible during the course.
5.10 Prohibited Qualifications and Classification Code

Candidates who enter for the OCR GCE specifications may not enter for any other GCE
specification with the certification title Computing in the same examination series.
Every specification is assigned to a national classification code indicating the subject area to which
it belongs.
Centres should be aware that candidates who enter for more than one GCE qualification with the
same classification code will have only one grade (the highest) counted for the purpose of the
Schools and College Achievement and Attainment Tables.
The classification code for these specifications is 2610.
34
OCR 2013
GCE Computing v3
5.11 Coursework Administration/Regulations
Supervision and Authentication

As with all coursework, teachers must be able to verify that the work submitted for assessment is
the candidates own work. Sufficient work must be carried out under direct supervision to allow the
teacher to authenticate the coursework marks with confidence.
Submitting Marks to OCR

Centres must have made an entry for a unit in order for OCR to supply the appropriate forms or
moderator details for coursework. Coursework administration documents are sent to centres on the
basis of estimated entries. Marks may be submitted to OCR either on the computer-printed
Coursework Mark Sheets (MS1) provided by OCR (sending the top copy to OCR and the second
copy to their allocated moderator) or by EDI (centres using EDI are asked to print a copy of their
file and sign it before sending it to their allocated moderator).
Deadline for the receipt of coursework marks is:
15 May for the June series.
The awarding body must require centres to obtain from each candidate a signed declaration that
authenticates the coursework they produce as their own. For regulations governing coursework,
centres should consult the Administration Guide for General Qualifications. Further copies of the
coursework administration documents are available on the OCR website (www.ocr.org.uk).
Standardisation and Moderation

All internally-assessed coursework is marked by the teacher and internally standardised by the
centre. Marks must be submitted to OCR by the agreed date, after which postal moderation takes
place in accordance with OCR procedures.
The purpose of moderation is to ensure that the standard for the award of marks in internallyassessed coursework is the same for each centre, and that each teacher has applied the
standards appropriately across the range of candidates within the centre.
The sample of work that is submitted to the moderator for moderation must show how the marks
have been awarded in relation to the marking criteria.
Minimum Coursework Required

If a candidate submits no work for a unit, then the candidate should be indicated as being absent
from that unit on the coursework mark sheets submitted to OCR. If a candidate completes any
work at all for that unit then the work should be assessed according to the criteria and marking
instructions and the appropriate mark awarded, which may be zero.
OCR 2013
GCE Computing v3
35
Other Specification Issues
6.1
Overlap with other Qualifications
There is a small degree of overlap between the content of these specifications and those for
Advanced GCE ICT.
6.2
Progression from these Qualifications
In today's workplace, those with knowledge and skills in computing have the opportunity to pursue
new and exciting careers and to be instrumental in the conception of computer systems that
increasingly shape work and leisure activities.
To meet these career challenges, students must be self-reliant as well as good communicators and
problem solvers. They require interpersonal, academic and technical skills, and must demonstrate
an ability to work independently and as part of a team. They also need to develop an ethical
approach to the use of computers. These specifications provide a focus to develop these skills,
while ensuring that students acquire a sound knowledge of computing.
It is envisaged that students will utilise the skills and knowledge of computing in one of three ways.
Firstly, to provide a general understanding of the use of computer technology and systems, which
will inform their decisions and support their participation in an increasingly technologically
dependent society. Secondly, to provide the necessary skills and knowledge to seek employment
in areas that utilise computing, where they may develop their skills and knowledge further through
practical experience and training. Thirdly, students may choose to continue to develop their
knowledge and understand of computing through entry to higher education, where this qualification
will provide a useful foundation for further study of computing or more specialist aspects of
computing.
36
OCR 2013
GCE Computing v3
6.3
Key Skills Mapping
These specifications provide opportunities for the development of the Key Skills of Communication,
Application of Number, Information Technology, Working with Others, Improving Own Learning and
Performance and Problem Solving at Levels 2 and/or 3. However, the extent to which this evidence
fulfils the Key Skills criteria at these levels will be totally dependent on the style of teaching and
learning adopted for each unit.
The following table indicates where opportunities may exist for at least some coverage of the
various Key Skills criteria at Levels 2 and/or 3 for each unit.
Unit
AoN
IT
WwO
IOLP
PS
.1a
.1b
.2
.3
.1
.2
.3
.1
.2
.3
.1
.2
.3
.1
.2
.3
.1
.2
.3
F451
F452
F453
F454
6.4
Spiritual, Moral, Ethical, Social, Legislative, Economic and

Cultural Issues
These specifications offer opportunities that can contribute to an understanding of these issues in
the following ways.
These specifications encourage candidates to explore the spiritual, moral, ethical, social, legislative
and cultural aspects of the introduction of computer-based solutions to problems through a study of
their effects on society.
Through candidates study of Units F451 and F452, they have an opportunity to develop their
understanding of spiritual, moral, ethical, social, legal and cultural issues. These units consider
issues such as changing leisure patterns and work practices, privacy and confidentiality of data
held in systems, opportunities for access to information, and environmental issues.
6.5
Sustainable Development, Health and Safety Considerations

and European Developments
These specifications support these issues, consistent with current EU agreements.
OCR 2013
GCE Computing v3
37
6.6
Avoidance of Bias
OCR has taken great care in the preparation of these specifications and assessment materials to
avoid bias of any kind.
6.7
Language
These specifications and associated assessment materials are in English only.
6.8
Disability Discrimination Act Information Relating to these

Specifications
AS/A levels often require assessment of a broad range of competences. This is because they are
general qualifications and, as such, prepare candidates for a wide range of occupations and higher
level courses.
The revised AS/A level qualification and subject criteria were reviewed to identify whether any of
the competences required by the subject presented a potential barrier to any disabled candidates.
If this was the case, the situation was reviewed again to ensure that such competences were
included only where essential to the subject. The findings of this process were discussed with
disability groups and with disabled people.
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments. For this reason, very few candidates will have a complete barrier to any part of the
assessment. Information on reasonable adjustments is found in Access Arrangements and
Special Consideration Regulations and Guidance Relating to Candidates who are Eligible for
Adjustments in Examinations produced by the Joint Council (refer to Section 5.9 of this
specification).
Candidates who are still unable to access a significant part of the assessment, even after exploring
all possibilities through reasonable adjustments, may still be able to receive an award. They would
be given a grade on the parts of the assessment they have taken and there would be an indication
on their certificate that not all of the competences have been addressed. This will be kept under
review and may be amended in the future.
38
OCR 2013
GCE Computing v3
Appendix A: Performance Descriptions

Performance descriptions have been created for all GCE subjects. They describe the learning
outcomes and levels of attainment likely to be demonstrated by a representative candidate performing
at the A/B and E/U boundaries for AS and A2.
In practice most candidates will show uneven profiles across the attainments listed, with strengths in
some areas compensating in the award process for weaknesses or omissions elsewhere. Performance
descriptions illustrate expectations at the A/B and E/U boundaries of the AS and A2 as a whole; they
have not been written at unit level.
Grade A/B and E/U boundaries should be set using professional judgement. The judgement should
reflect the quality of candidates work, informed by the available technical and statistical evidence.
Performance descriptions are designed to assist examiners in exercising their professional judgement.
They should be interpreted and applied in the context of individual specifications and their associated
units. However, performance descriptions are not designed to define the content of specifications and
units.
The requirement for all AS and A level specifications to assess candidates quality of written
communication will be met through one or more of the assessment objectives.
The performance descriptions have been produced by the regulatory authorities in collaboration with
the awarding bodies.
OCR 2013
GCE Computing v3
39
AS performance descriptions for computing

Assessment Objective 1
Knowledge and understanding

Describe and explain the purpose and characteristics of a range of
computing applications and show an understanding of the
characteristics of computer systems (hardware, software and
communication) that allow effective solutions to be achieved
Assessment Objectives Describe and explain the need for and the use of various forms of
data organisation and processing to support the requirements of a
computer-based solution
Describe and explain the systematic development of high-quality
solutions to problems and the techniques for implementing such
solutions, including the use of a programming language
Comment critically on the consequences of current uses of computing,
including economic, social, legal and ethical issues.
40
Skills
Analyse a problem and identify the parts that are appropriate for a
Select, justify and apply appropriate techniques and principles to
develop data structures and algorithms for the solution of problems
Design, implement and document an effective solution using
appropriate hardware and software, including the use of a
programming language.
OCR 2013
GCE Computing v3
AS A/B boundary
Performance
Descriptions
AS E/U boundary
Performance
Descriptions
OCR 2013
GCE Computing v3
Candidates characteristically:
understand the purpose and characteristics of a range of
use subject-specific terminology appropriately and accurately
computing applications
analyse a complex problem and identify the parts that are
demonstrate knowledge of the characteristics of the main
appropriate for a computer-based solution
hardware, software and communication components of computer
derive most of the user and information requirements of a system to
systems and how they allow effective solutions to be achieved
solve a problem
understand the need to organise data appropriately and process it select and use appropriate techniques to develop a solution with
efficiently in order to solve problems using computers
suitable data structures and algorithms
understand the need to adopt a systematic approach when
choose and justify appropriate hardware and software with which to
developing high quality solutions to problems
solve a problem, including the use of a programming language
show knowledge of appropriate techniques to implement solutions, design an effective solution and document it appropriately
including the use of a programming language
implement a workable solution, testing and documenting it
demonstrate a critical understanding of the consequences of
appropriately.
current uses of computing, including economic, social, legal and
ethical issues.
demonstrate some understanding of the purpose and
use subject-specific terminology
characteristics of a limited range of computing applications
analyse a problem and identify parts that are appropriate for a
show a limited knowledge of the characteristics of the main
derive some of the user and information requirements of a system to
systems
solve a problem
have some understanding of the need to organise data
select and use some appropriate techniques to develop a solution
appropriately and process it efficiently in order to solve problems
with generally suitable data structures and algorithms
using computers
choose hardware and software with which to solve a problem,
demonstrate some understanding of the need to adopt a systematic
including the use of a programming language
approach when developing high-quality solutions to problems
design a simple solution, and document it to a limited extent
show a limited knowledge of appropriate techniques to implement
produce a solution, with limited testing and documentation.
have a limited understanding of the consequences of current uses
of computing, including some economic, social, legal and ethical
issues.
41
A2 performance descriptions for computing

Knowledge and understanding

Describe and explain the purpose and characteristics of a range of
computing applications and show an understanding of the
characteristics of computer systems (hardware, software and
communication) that allow effective solutions to be achieved
Assessment Objectives Describe and explain the need for and the use of various forms of
data organisation and processing to support the requirements of a
Describe and explain the systematic development of high-quality
solutions to problems and the techniques for implementing such
Comment critically on the consequences of current uses of computing,
including economic, social, legal and ethical issues.
42
Skills
Analyse a problem and identify the parts that are appropriate for a
Select, justify and apply appropriate techniques and principles to
develop data structures and algorithms for the solution of problems
Design, implement and document an effective solution using
appropriate hardware and software, including the use of a
programming language.
OCR 2013
GCE Computing v3
A2 A/B boundary
Performance
Descriptions
A2 E/U boundary
Performance
Descriptions
OCR 2013
GCE Computing v3
demonstrate a thorough understanding of the purpose and
characteristics of a wide range of computing applications
show an extensive knowledge of the characteristics of a wide range
of hardware, software and communication components of computer
systems
have a thorough understanding of the need to organise data
appropriately and process it efficiently in order to solve problems
using computers
demonstrate a thorough understanding of the need to adopt a
systematic approach when developing high quality solutions to
problems
show an extensive knowledge of appropriate techniques to
implement solutions, including the advanced use of a programming
language
have an in-depth understanding of the consequences of current
uses of computing, including a wide range of economic, social, legal
and ethical issues.
use subject-specific terminology appropriately and accurately
analyse a complex problem and identify the parts that are
appropriate for a computer-based solution
derive the user and information requirements of a system to solve a
problem
select and use appropriate techniques to develop an effective
solution with suitable data structures and algorithms
choose and justify the most appropriate hardware and software
with which to solve a problem, including the use of a programming
language
design an effective and efficient solution and document it
thoroughly
implement an efficient solution, testing and documenting it
thoroughly.
demonstrate a basic understanding of the purpose and
use a basic range of subject-specific terminology
characteristics of some computing applications
analyse a fairly straightforward problem and identify the parts that
show a basic knowledge of the characteristics of a range of
are appropriate for a computer-based solution
derive some of the user and information requirements of a system
systems
to solve a problem
understand the need to organise data appropriately and process it
select and use appropriate techniques to develop a solution with
efficiently in order to solve problems using computers
suitable data structures and algorithms
understand the need to adopt a systematic approach when
choose and justify some appropriate hardware and software with
developing solutions to problems
which to solve a problem, including the use of a programming
demonstrate a basic knowledge of appropriate techniques to
language
implement solutions, including the advanced use of a programming design a workable solution and document it to some extent
language
implement an workable solution, testing and documenting it to
show some understanding of the consequences of current uses of
some extent
computing, including a range of economic, social, legal and ethical
issues.
43
Appendix B: Guidance on Setting and

Marking
Guidance on Setting Computing Projects
A project should:
allow candidates to demonstrate their knowledge and understanding of computer systems and
the skills in the assessment objectives;
encourage the sensible use of computers to produce a system, using an appropriate

programming language, which is non-trivial, has a substantial coded element and will solve a
given problem sensibly within the constraints of the resources available to the candidate.
Note: It may be difficult to quantify the scale of a problem fully. Indeed, before the analysis and
design stages have been completed it is not possible to know the depth of the solution. Candidates
should note that the emphasis should be on the choice of a real-life problem. Centres are reminded
that if they are in any doubt about the suitability of a problem on the grounds of degree of rigour,
type of problem or any other criteria, they should contact the board at the earliest opportunity for
advice.
show the successful completion of a whole task from its definition, involving a third party
user, to its acceptance and evaluation by that user. Projects that involve much repetitive
design, analysis or especially implementation, leading to unwieldy reports, are to be
discouraged;
involve all elements of the skills of definition, analysis, design, development, testing,
implementation, documentation and evaluation. The project must provide sufficient
opportunity for the candidate to demonstrate the programming skills developed as part of the
AS syllabus and in the A2 F451. Projects need not be stand alone: the enhancement or
modification of an existing system are acceptable, provided that all these elements are
covered; this may in fact lead to work that is more likely to reflect a real-world situation;
involve a third party user, who will provide information for the analysis, use the implemented
solution and contribute towards its evaluation. The third party is likely to be a user (or
potential user) of a computer system for a designated purpose. Whilst a teacher could act as
the third party user, this arrangement is far from ideal. Candidates should be
encouraged to look beyond school life into either the businesses and companies in the
community of the surrounding area or to focus groups. The emphasis is on analysing an
existing system or area for development, and producing a computer-based solution to fit the
needs of the user.
Candidates should make the final choice of context for the project, although the supervisor should
give guidance about project suitability. This should include guidance on the appropriateness of
implementing a stand-alone or networked small computer system or other available facility. In a
well-organised project, the candidate focuses on the production of an overall system analysis and
design. The solution implementation must include the use of a high-level programming language.
The additional use of pre-written modules and toolkits, applications software and programmable
packages may be appropriate. Brief descriptions of the programming languages and any additional
software packages used, together with reasons for their selection, should be included in the report.
44
OCR 2013
GCE Computing v3
For the coded element of the solution, the candidate should:
annotate listings;
explain each selection of the program with appropriate algorithm descriptions, which should be
language independent;
define variables by name, type and function where appropriate;
define clearly, and identify the purpose of, functions subroutines and procedures.
Where the solution has used additional software packages not involving programming, candidates
should:
explain each section of the solution with appropriate algorithm descriptions;
define the purpose and interrelationship of modules within the system;
clearly annotate the results produced.
Test data should be devised and used systematically to test the package thoroughly. The choice of
test data used, and the reason for choice, should be included. A description of the methods of
testing should also be included, together with evidence of testing.
The projects should contain the title, a contents list, a description and justification of investigation,
analysis, design and methods used, an evaluation and bibliography. Pages should be clearly
numbered. Appropriate evidence of development, testing and implementation must support the
report, for example screen dumps or photographs of screen layouts and printouts, paper-based
user documentation and suitable evidence from the third party user to show that the system has
been developed satisfactorily. Any evidence submitted to demonstrate the development of the
solution must be able to be assessed without the use of any specific hardware or software.
Candidates should choose a well-defined user-driven problem of an appropriate size, which
enables them to demonstrate their skills in Analysis, Design, Development, Testing,
Implementation, Documentation and Evaluation. The project should involve the skills attained by
studying the other modules of this specification, specifically the programming skills studied in the
other units.
The computing projects must involve programming, and in some cases may also involve the
selection and installation of hardware.
OCR 2013
GCE Computing v3
45
Guidance on Marking Computing Projects

Computing projects are assessed as follows:
(a)
Definition, Investigation and Analysis
[14 marks]
(b)
Design
[16 marks]
(c)
Software Development and Testing
[30 marks]
(d)
Documentation
[10 marks]
(e)
Evaluation
[10 marks]
(a)
Definition, Investigation and Analysis
(i)
Definition nature of the problem to be investigated
[14 marks]
[3 marks]
A candidate should not expect the examiner to be familiar with the theory and practice in the area
of the chosen system. There should be a brief description of the end user (for example, firm or
business) involved; and the current methods used or details of the area for development that may
form the basis of the project. A clear statement of the origins and form of any relevant data should
be given. At this stage, the exact scope of the project may not be known and it may lead to the
arrangement of an interview with the user.
3 marks
Excellent description with all elements present.
2 marks
Some description of both the stages of study and end user involved.
1 mark
Vague description of the end user or area for development.
(ii)
Investigation and Analysis
[11 marks]
This section is the systems analysis. The question is not how a system performs detailed tasks,
but rather how the project progresses from the original data to the results. The candidate should
describe how the user requirements were ascertained (including detailed planning of the
investigation). The results of the investigation should be recorded accurately and analysed
carefully to show how the candidate has arrived at the requirements specification. The specification
must be detailed and should include the user, hardware and software requirements of the
proposed solution.
911
marks
Excellent user involvement with detailed recording of the users requirements. All
other items must be present, showing a thorough analysis of the system to be
computerised. A detailed requirements specification, including full justification for the
approach and hardware and software requirements, has been produced.
68 marks
Good user involvement and recording of the data collection methods. Most of the
necessary items have been covered. However, one or two items have been omitted.
A requirements specification is present with some attempt to justify the approach
based on the results of the investigations but with some omissions, eg hardware and
software requirements.
35marks
Some evidence that an attempt has been made to identify the end-user requirements
and some recording of it has been made. Attempts at some of the other items have
been made. An attempt has been made to develop a requirement specification but
with little attempt to justify this based on the results of the investigation.
12 marks
Some elements have been discussed but with little or no user involvement.
46
OCR 2013
GCE Computing v3
(b) Design
(i)
Nature of the solution
[16 marks]
[6 marks]
A detailed systems design (including appropriate diagrams) should be produced and agreed with
the users. Proposed record, file and data structures should be described and design limitations
should be included. Design of data capture forms, input formats (with examples of screen layouts)
and output formats should be included. A detailed summary of the aims and objectives should also
be included. These items are the design specifications, which should be agreed with the user.
56 marks
A clear set of objectives with a detailed and complete design specification, which is
logically correct. There is evidence to show that the end user has seen and agreed
these designs. There are also detailed written descriptions of any processes/modules
and a clear, complete definition of any data structures. The specification is sufficient
for someone to pick up and develop an end result using the software and hardware
specified in the requirements specification.
34 marks
The major objectives of the new system have been adequately summarised, but
omissions have been made. There is a brief outline of a design specification,
including mock-ups of inputs and outputs, and the process model has been described
(including a diagram: structure diagram, data flow diagram or system flowchart).
There is some evidence that the end user has seen these designs. However, there is
a lack of completeness with omissions from the process model, inputs and outputs.
Data structures have been identified but there may be inadequate detail.
12 marks
Some vague discussion of what the system will do, with a brief diagrammatic
representation of the new system.
(ii)
Algorithms
[5 marks]
Detailed language-independent algorithms should be developed together with evidence that the
algorithms have been tested to ensure they meet the design objectives.
5 marks
A complete set of algorithms with evidence to show that they have been assessed by
the candidate to show that they will meet the design specification. (Evidence should
show how these algorithms form a complete solution and that they have been tested
for functionality using appropriate techniques.)
34 marks
A complete set of detailed algorithms covering the system as specified.
12 marks
Some vague algorithms detailing how the system will be developed.
(iii)
Test strategy
[5 marks]
A detailed test strategy and plan, together with appropriate test data, should be developed and
documented. It is vital to produce test cases and to show that they work. To do this, it is necessary
not only to have test data, but to know what the expected results are with that data.
5 marks
A detailed test strategy and plan covering all aspects of the system with data to test
under normal, extreme and abnormal circumstances.
34 marks
A detailed test strategy and a plan covering several aspects of the system but with
inadequate data to effectively test the system, eg data covers only normal
circumstances or covers only a limited part of the design specification.
12 marks
A vague discussion of how the system might be tested.
OCR 2013
GCE Computing v3
47
(c)
Software Development and Testing
(i)
Software Development
[30 marks]
[16 marks]
A technical description of how the solution relates to the design specification produced and agreed
with the user should be included. It is the responsibility of the candidate to produce evidence of
their development work. This section must show how the candidate tested each section during
development and the responses to this alpha testing. The code must be documented adequately to
explain its function and there must be clear evidence of how modular code has been used to
develop the final solution.
1316
marks
There is complete evidence showing how the solution was developed using suitable
alpha testing at each stage to inform the process. The modular code is fully
annotated indicating clearly the purpose of each section and the interrelationship
between the sections. The developed solution fulfils all of the design specification.
912
marks
Program listings are provided in the form of printouts. Data structures are illustrated
as part of the listings where appropriate, detailing their purpose. There is sufficient
annotation evident to illustrate how the solution was developed for a particular
purpose and indicate the purpose of sections of code. The code will be modular and
there will be good evidence to show how testing was used during the development
process to inform each stage. The developed solution fulfils the design specification
but there are some minor flaws in the solution.
58 marks
Program listings are provided in the form of printouts. Data structures are illustrated
as part of the listings where appropriate, detailing their purpose. There is some
annotation evident to illustrate how the solution was developed and some limited
evidence that some testing took place during development. The developed solution
has significant flaws and only partially fulfils the design specification. The code may
be linear but with some annotation indicating how the code relates to the problem and
some limited evidence of alpha testing.
14 marks
Program listings are provided in the form of printouts but with no annotation or
evidence of alpha testing. The developed solution does not fulfil the design
specification. There is some evidence of system development.
(ii)
Testing
[14 marks]
An attempt should be made to show that all parts of the system have been tested, including those
sections dealing with unexpected or invalid data as well as extreme cases. Showing that many
other cases of test data are likely to work by including the outputs that they produce is another
important feature. Evidence of testing is essential. The beta testing should cover all aspects of the
test plan produced in the design section, which should cover all aspects of the design specification.
The examiner must be left in no doubt that the system actually works in the target environment.
This evidence may be in the form of hardcopy output (possibly including screen dumps),
photographs or any format that does not require access to any specific hardware or software. The
end user(s) must be involved in this process and evidence of end-user testing is required.
1114
marks
The testing covers as many different paths through the system as is feasible,
including valid, invalid and extreme cases. The testing covers all aspects of the
design specification and the test plan from the design section. There is clear
evidence of end-user testing.
810
marks
There is evidence of testing covering most aspects of the design specification but
with omissions, eg test data does not include erroneous data for all tests or there is
limited evidence of end-user testing.
48
OCR 2013
GCE Computing v3
57 marks
There is limited evidence of testing based on a badly developed test plan with clear
omissions. There is no description of the relationship between the test plan and the
testing in evidence.
14 marks
A collection of hardcopy test run outputs with no clear link to the test plan and
covering few aspects of the system. No evidence of end-user testing.
(d) Documentation
[10 marks]
Quality of Written Communication is assessed in this documentation. Much of the technical

documentation will have been produced as a by-product of design and development work and also
as part of writing up the report to date. The software solution should also include sufficient onscreen help to enable the end user to make use of the system. Some additional supporting
documents will be necessary including initial set-up, getting started and troubleshooting guides, to
ensure the end user can implement the solution.
810
marks
Candidates will provide detailed and accurate documentation. The documentation will
be well presented, in a structured and coherent format. The documentation will cover
all aspects of the system, with no omissions, including installation, typical use,
troubleshooting, and backup. The on-screen help and supplementary documentation
makes a complete guide to the solution and is well presented and easy to follow.
Subject-specific terminology will be used accurately and appropriately. There will be
few, if any, errors of spelling, grammar and punctuation.
47 marks
Candidates will provide clear documentation. The documentation will be well

presented. There is clear on-screen support to enable the end user to use the
system. The supporting documentation and on-screen help is well presented and
covers most aspects of the system operation with only one or two omissions, eg
troubleshooting or backup. Some subject-specific terminology will be used. There
may be occasional errors of spelling, grammar and punctuation.
13 marks
Candidates will provide superficial documentation, with weak supplementary user

documentation covering few aspects of the system. The information will be poorly
expressed and limited technical terms will be used. Errors of grammar, punctuation
and spelling may be intrusive.
(e)
Evaluation
(i)
Discussion of the degree of success in meeting the original objectives
[10 marks]
[4 marks]
This discussion should demonstrate the candidates ability to evaluate the effectiveness of the
completed system. The original objectives stated in the requirements specification should be
matched to the achievements, taking into account the limitations. User evaluation is also essential
and should arise from direct user evaluation.
34 marks
A full discussion, taking each objective mentioned in (b) (i) and explaining the degree
of success in meeting them (indicating where in the project evidence can be found to
support this), or reasons why they were not met.
12 mark
Some discussion about a number of objectives, but some omissions or inadequate

explanation of success or failure.
0 marks
No discussion present.
OCR 2013
GCE Computing v3
49
(ii)
Evaluate the users response to the system
[3 marks]
It is important that the user is not assumed to be an expert in computer jargon, so some effort must
be made to ensure that the system is user-friendly. It will be assumed that the user will have
considerable knowledge of the underlying theory of the business or area being computerised.
Clarity of menus, clear on-screen help and easy methods of inputting data are all examples of how
the system can be made user-friendly. Here marks are awarded for the degree of satisfaction that
the user indicates in the acceptance procedure. Could the system or its results be used? Was the
system specification achieved? Do any system faults still exist? The candidate should evaluate the
users response to the final version of the system.
3 marks
The user indicates that the system could be used but there are some faults which
need to be rectified. The candidate provides a detailed discussion of how these
inadequacies may be dealt with.
OR
A fully functional user-friendly system has been produced. The user indicates that the
system fully meets the specification given in section (a), and there are no known
faults in the system.
2 marks
The system is, in the main, user-friendly, but there is room for improvement (eg no
on-screen help has been provided). The user indicates that the system could be used
but there are some faults which need to be rectified. The candidate has made some
limited attempt to discuss how these inadequacies may be dealt with.
1 mark
The system does not meet the design specification and the end user is not able to
make use of the system. The candidate briefly discusses these issues in terms of
their project management.
(iii) Desirable extensions
[3 marks]
As a result of completing the system, the candidate should identify the good and bad points of the
final system, highlighting any limitations and necessary extensions to the system, and indicating
how the extensions could be carried out.
3 marks
The candidate clearly portrays the good and bad points of the system indicating the
limitations, possible extensions and how to carry out the extensions.
2 marks
The candidate clearly identifies good and bad points and any limitations.
1 mark
The candidate identifies the obvious good points of the system and possibly some
bad points or limitations.
50
OCR 2013
GCE Computing v3

Specification

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Specification

Enviado por

Direitos autorais:

Formatos disponíveis

AS/A Level GCE

version 3 September 2013

OCR Advanced GCE in Computing H447

About these Qualifications

The Four-Unit Advanced GCE

Qualification Titles and Levels

AS Unit F451: Computer Fundamentals

AS Unit F452: Programming Techniques and Logical Methods

A2 Unit F453: Advanced Computing Theory

A2 Unit F454: Computing Project

AS GCE Scheme of Assessment

Advanced GCE Scheme of Assessment

Unit Options (at AS/A2)

Synoptic Assessment (A Level GCE)

Quality of Written Communication

Making Unit Entries

Making Qualification Entries

Result Enquiries and Appeals

Unit and Qualification Resits

Guided Learning Hours

Code of Practice/Subject Criteria/Common Criteria Requirements

Arrangements for Candidates with Particular Requirements

5.10 Prohibited Qualifications and Classification Code

5.11 Coursework Administration/Regulations

Other Specification Issues

Overlap with other Qualifications

Progression from these Qualifications

Key Skills Mapping

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues

Sustainable Development, Health and Safety Considerations and European Developments

Disability Discrimination Act Information Relating to these Specifications

Appendix A: Performance Descriptions

Appendix B: Guidance on Setting and Marking A2 Unit F454: Computing Project 44

About these Qualifications

The Four-Unit Advanced GCE

Qualification Titles and Levels

These qualifications are shown on a certificate as:

OCR Advanced Subsidiary GCE in Computing.

OCR Advanced GCE in Computing.

Both qualifications are Level 3 in the National Qualification Framework (NQF).

The aims of these specifications are to encourage candidates to develop:

the capacity to think creatively, innovatively, analytically, logically and critically;

an understanding of the organisation of computer systems, including software, hardware, data,

skills in project and time management;

an awareness of emerging technologies and an appreciation of their potential impact on

Unit F451: Computer Fundamentals

Data: its presentation, structure and management

Data transmission and networking

Systems development life cycle

Characteristics of information systems

Implications of computer use

Unit F452: Programming Techniques and Logical Methods

Designing solutions to problems

The structure of procedural programs

Data types and data structures

Common facilities of procedural languages

Writing maintainable programs

Testing and running a solution

Unit F453: Advanced Computing Theory

The function of operating systems

The function and purpose of translators

Data structures and data manipulation

High-level language programming paradigms